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CONTAINING 



DEFINITIONS AND EXPLANATIONS; 



FOR M S OF O R T II G R A V H I C A F A L Y S I S 



IN TWO PARTS. J / 

B¥ JOIIX W. FOIX&8. 



INDIANA, PA: 
I PRINTED AT THE "REGISTER" BOOK & JOB OFFICE. 

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KEY 

TO 

Ofthograpbic Chart: 

CONTAINING 

DEFINITIONS AND EXPLANATIONS \ 

ALSO 

FORMS OF ORTHOGRAPHIC ANALYSIS. 



(in two parts.) 



BY JOHN W. FOI7LKS. 



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INDIANA, PA: 

printed \t the' Register" book & job office. 

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Entered according to Act of Congress, in the year 1868 

By JOHN W. FOULK8, 
in tn* Clerk's Office of the District Court of the Uni- 
ted States, in and for the Western District 
of Pcnnsylyania. 



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PREFACE. 



IT is with much diffidence that we ap- 
pear before a discriminating public in this 
capacity ; and nothing short of a desire to 
contribute something towards alleviating 
the difficulties of the teacher, and facilita- 
ting the progress of the pupil in the march 
of mental improvement, could prompt us 
to do so. 

We have deeply felt the necessity of & 
more s t ystematic arrangement for present- 
ing both the sounds of our Language, and 
the characters which represent them. It is a 
fact, that the sounds and their representatives 
are so much confounded in every work 
which we have examined on the subject 
that it is almost an impossibility to present 
them to a class clearly and unequivocally. 

Whilst we do not approve of the man- 
ner in which Authors have presented the 
sounds and their representatives, we do not 
desire to depreciate their Works : their 
views and conclusions aro valuable ; wo 

4* 



are indebted to them for what knowledge 
we have of Orthography. In preparing 
this work we acknowledge our indebted- 
ness to them ; and we make no pretensions 
to new discoveries or originality, except 
in its general arrangement, or the man- 
ner in which the sounds and their repre- 
sentatives are presented. 

In preparing both the Chart and the 
Key, we have endeavored to present "but 
one thing at a time, and that in its proper 
place"; to have a name for every thing pre- 
sented ; and to have every arrangement of 
the sounds strictly Natural and OrganicaL 

Hoping that all who may see lit to pe- 
ruse this work may be profited, we re- 
spectfully submit it to their perusal. 

JOHN W, FOULKS, 



SUGGESTIONS TO TEACHERS, 



YOU who would teach successfully must 
teach methodically. 

If you have no method of jour own, 
you must adopt one, and use. it as your 
own : yes, it must become a part of your 
own mental being. 

We presume to acquaint you with a 
method of teaching; but one branch of 
study; therefore, in regard to the other 
branches we would only suggest that your 
arrangement of them be such, that the 
whole school may devote eight or ten min-r 
utes daily to this important branch. 

Suspend the Chart in the most conveni- 
ent and conspicuous place in the school- 
room. 

When, according to your arrangement, 
the time has arrived for Orthographic Ex^ 
ercises, address the pupils in a friendly 
manner, requesting them to sit in an erect 
and easy posture ; make a few introducto- 
ry remarks, similar to the introduction to 

a3 



6 

this work ; assign a lesson and explain it ; 
also stare the manner in which you intend 
to conduct the exercises. 

The portion previously assigned for the 
exercise should be so completely mastered 
by the pupils that they will be able to 
recite in order, and explain any part of the 
lesson, without the necessity of assistance 
by questioning, or otherwise. 

Pupils should be called on promiscuous- 
ly , and they should always arise to recite, 
to explain, or to criticise. 

When a pupil takes his seat, those who 
have observed any misstatements or omis- 
sions will indicate it by raisins: the hand, 
and the one appointed by the teacher will 
-arise and give the criticism. 

If any part of the lesson is left unex- 
plained after the pupils consider the lesson 
finished, a few questions may then be 
asked. 

The lesson recited one day, should in- 
variably be reviewed the succeeding day. 

When exercising on the sounds, no 
more than three or four should be assigned 
for an exercise ; and their organic arranr/e- 
merit should be explained, showing the 
position of the arti&datory orgeths in their 
proper formation. 



To enable the pupils to give the- sounds, 
each sound should be uttered twice, and 
the pupils should be directed to do the 
same in concert; then a part of the pupils 
should be directed to do likewise ; then 
they should be called upon individually. 

The exercises upon giving the sounds 
should be bo thorough that each papil can 
unhesitatingly utter any sound, and name 
the articulatory organs at and by which it 
is modified. 

When spelling phonetically aud pro- 
nouncing, every sound should be uttered 
accurately and clearly. 

In order that the pupils may become 
thoroughly acquainted w T ith the natural 
and organic arrangement of the sounds, 
and with the characters or letters which 
most appropriately and most generally 
represent them, the Chart should be copied 
from memory. 

In order that the pupils may become 
familiar with all the substitutes, they should 
write the letter w 7 bicb most generally rep- 
resents a certain sound; then all the sub- 
stitutes for it, that they can think of. At 
recitation the teacher should write the 
same representative, and call upon ths 
pupils for the substitutes, 



The exercises in Orthographic Analysis 
should be both oral and Written. 

As this daily exercise in Orthography is 
not to take the place of the regular spel- 
ling exercises, either oral or written, and 
as they are so intimately connected, we 
beg leave to present the following, in re- 
gard to teaching single classes : 

Unless the pupils have Spellers in which 
words of similar or opjiosite signification are 
arranged in columns opposite to each 
other, it is better to assign a definite por- 
tion of a reading lesson for a spelling 
lesson, or words which are defined. 

The pupils should prepare their lessons 
for recitation by writing them on their 
slates. 

At recitation, the slates, with the les* 
sons previously written on, should be used 
instead of books. 

"When the lesson is recited by using the 
slates, one of the pupils should be request- 
ed to pronounce the woi'd for the rest of 
the class. 

A word should be pronounced distinctly 
once, and only once; and the pupil whose 
turn it is to spell, should try it once, and 
only once. 

For advanced elates, we recommend 



the writing of words defined, or sentences 
dictated by the teacher. As there are 
many interesting and advantageous meth- 
ods of conducting this exercise, we pro- 
pose no new one ; but whatever method 
Is chosen, the slates should be exchanged 
and an opportunity given for mutual 
criticism. 

Small children who are sent to school to 
learn the Alphabet, is another class of 
pupils to whom the sounds of our language 
should be taught ; yet, in our opinion, this 
is the duty of parents. It is much easier 
to teach them the thirty-six ^ouuds heard 
m our language, than the hundreds of in- 
significant sounds that they do teach them ; 
but as tew parents know anything about 
these sounds, although they utter them 
every day, and as pupils must be received 
as they are sent, we offer the following in 
regard to teaching them tlia sounds and 
their representatives : 

At first take words composed of two 
sounds, thus: take the word ^o, direct the 
pupils to speak it distinctly, then utter the 
sounds of which it is composed, with a 

long pause, as n o, then with a shorter 

and shorter pause, as n — o, n-o, n-o, no, 
until thev blend together. Direct them 



to utter the sounds in the same manner 
alter you, then with you, then without 
your aid. When they can utter each 
sound in a word distinctly, print on their 
slates the letters which represent those 
sounds, and request them to print the same 
between recitations. When they can give 
the sounds heard in a word, and form the 
letters w^hich represent those sounds, tell 
them the names of the letters. 

If, in your opinion, any of the above 
suggestions are worth adopting, be assured 
that you are at liberty to do so; by the 
process of mental assimilation make them 
vour own. J. "W. F. 



I NTRODUCTI OX. 



WE are about introducing, not a new- 
branch of study, but a new method of 
teaching the most important branch taught 
in our schools. Its importance is evident 
from the fact that our knowledge of every 
other branch is dependent upon our 
knowledge of this. It is called Ortho- 
graphy ; a term derived from two Greek 
words, Orthos, correct, and Groplicin, wri- 
ting, or to write ; hence we have the an- 
glicised word Orthography, signifying cor- 
rect writing or to write correctly. Al- 
though the word Orthography literally 
signifies nothing more than correct writing, 
yet, as no one can write a word correctly 
without knowing what a word is, what 
sounds are heard in its utterance, what 
letters represent these sounds and their 
proper order in the formation of a word, 
the term is an appropriate name for that 
branch of study which treats of sounds, 
Ictters^m/Uables^ words, and spelling. 

By the term sound? we raeah those 

it 



12 

sounds heard in the utterance of words, 
thus : In the word tea we hear two sounds; 
the first is produced by placing the tip of 
the tongue against the upper gums, near 
the teeth, and forcing it suddenly away 
by the breath ; the second is produced by 
delivering the voice without any contact 
of the articulatory organs. On account of. 
the irregularity of our system of represen- 
tation, r yoti would conclude that these 
sounds are almost innumerable; but by 
ascertaining what soundb ate heard m 
several words", you find that the same 
sound occurs so frequently, that you will 
at once conclude there are but few distinct 
sounds. For example : Take the words 
pay^ day, may, neigh, ray, $c. The last 
sound is the same in all these words, and 
occurs in thousands of words. Again : 
Take the words bee, bay, hoy, bow, cj-c. ; all 
these words commence with the same 
sound; and it also occurs in thousands of 
words. By extending our analysis to 
every word in the English Language we 
would find but thirty-six distinct elemen- 
tary sounds, and four compound vocal 
sounds, being two elementary sounds 
closely blended in one. 

As sounds cannot be seen, a number of 



13 

characters called letters are used to repre- 
sent them. Each letter has a certain 
name, and is used to represent one or more 
sounds; sometimes one sound which it 
represents is that which is heard by naming 
it. The difference between a sound and a 
letter should always be borne in mind: 
you hear a sound, you see a letter. When 
you hear a sound, do not call it a letter; it 
may sometimes be the name of a letter* 
When you see a letter, do not call it a 
sound; its name may sometimes be a 
sound. 

For our assistance in teaching the 
sounds, as well as other representatives, 
we intend using the "Practical Ortho- 
graphic Chart," which, as you see, is 
"designed to exhibit the Natural and Or- 
ganic Arrangement of the sounds heard 
in the English Language." On the 
Chart, each sound is represented by that 
letter, or union of letters, which represents 
it most appropriately and most frequently. 

Although letters are not sounds, yet, as 
they are used to represent sounds, they 
enable us to present more clearly the 
different classes of sounds, and their Na- 
tural and Organic Arrangement. 

In order that you may become thorough- 



14 

ly acquainted with this important branch 
of Education, it becomes necessary on 
your part, that you give it your undivided 
attention during the time of Orthographic 
instruction and exerciser 

That you may advance more rapidly and 
easily, we would recommend the use of the 
Key to the Practical Orthographic 
Chart, which contains definitions and ex- 
planations of all the terms used on the 
Oeart, Urrless you have a Key you will 
be obliged to write the definitions as given, 
during Orthographic instruction, and com- 
m\i them to memory*- 



ORTHOGRAPHY 



PART I 



LANGUAGE. 

LANGUAGE is any mode of commu- 
nicating thought or feeling. 

Language is Natural or Artificial. 

Natural Language is that mode ol 
communicating thought or feeling, com- 
mou to man and brute ; possessed without 
being learned, 

G$s. Natural Language co&sisCs of ail those 
tones of Yoice, expressions of countenance* 
gestures, and natural signs, which convey in= 
i^lligenee from one being to another. 

\i 



16 

Artificial Language is a mode of com- 
municating thought or feeling, by using 
words which must be learned before they 
can be used. 

Artificial Language is divided into Spo- 
ken and Written. 

Spoken Language is the expression of 
thought or feeling by the use of audible 
icords, produced by the Organs of Speech, 

Obs. 1. The Organs of Speech are those 
parts of the human system brought into action 
in producing the Sounds of Language. 

Obs. 2. The Organs of Speech are of three 
classes : Respiratory, Vocal, and Articulatory* 

Obs. 3. The Respiratory organs are the 
lungs, diaphragm, bronchise, and trachia. 

Obs. 4. The Vocal organs are the larynx, 
glottis, and vocal cords. 

Obs. 5. The Articulatory organs are the 
lips, teeth, tongue, palate, and nostrils. 

Exp. By the Respiratory organs forcing the air 
over the vocal cords of the larynx, sound is produ- 
ced ; then the sound is modified or obstructed at 
pleasure by the Articulatory organs. 

Written Language is the expression of 
thought or feeling by the use of visible 
words, represented by characters depicted 
upon any thing. 



IT 
ORTHOGRAPHY. 

ORTHOGRAPHY signifies Correct 
Writing. 

Correct Writing requires a knowledge 
of Sounds, Letters, Syllables, Wotds, and 
Spelling. 

Obs. As correct writing is dependent upon 
a knowledge of sounds, letters, syllables, 
words, and spelling, Orthography is an appro- 
priate name for that branch of study which 
treats of them. 



SOUNDS. 



THE term Sounds, (as used here,) means 
rhe Elements of Spoken -Language, 

The sounds heard in the English Lan- 
guage are divided into Elementary and 
Compound. 

An Elementary Sound is a simpile, un- 
combined oral sound: as e, o, t t g. 

A Compound Sound is two or more 



15 

de/htrUary sounds blended together;: as i. 
oi, we, wo, eau, won. 

The English Language contains thirty- 
six Elementary sounds. They are divided 
into three classes : Vocal, Articulate, and 
Ambiguous sounds. 

A Vocal Sound is a smooth emission of 
pure voice, modified, but not obstructed, by 
the articulately organs. 

The aurnber of vocal sounds is sixteen ; 
but there are only twelve simple vocal 
sounds, the remaining four being compound 
vocal sounds. 

The natural and organic arrangement of 
the simple vocal sounds depends upon 
their continuation, and the position of the 
mouth during their utterance. The table 
of Vocal Sounds, on the Chart, presents 
the two classifications at one view, 

With respect to continuation, the simple 
vocal sounds are divided into two classes , 
full or long, and stopped or short. This 
classification is presented on the Chart, by 
an arrangement of their representatives 
into two perpendicular columns. 

With respect to the positions of the 
mouth during the utterance ot the simple 
vocal sounds, they are divided into six 
.classes. The mouth opens the least during 



W 

flie utterance of the first, a little more the 
second, still more the third ; in uttering the 
fourth the lips are contracted and rounded 
nearly into a circle; the fifth, the mouth is 
less open and forms a tube ; the sixth it 
forms a tube also, but nearly closed. This 
classification is presented on the Chart, 
by placing' the representatives of cognates 
opposite to each other, horizontally. 

Obs. 1. Sounds requiring a similar position 
of the mouth, are similar sounds, and may be 
called cognates or cognate sounds, 

Obs. 2. The similarity requisite for cognates 
does not exist between the fifth full and stopped 
vocal sounds, yet, as there arc no correspond- 
ing sounds for either, and one being a lull, and 
the other a stopped sound, their representatives 
are arbitrarily arranged on the Chart, the 
same as if they were cognate*. 

Note. The term Element (used on the Chart,) 
means the sound uttered alone. The term Power 
means the sound that the letter which represents the 

clement represents in the word 

Each vocal sound may be known by its 
number, as well as by its representative : a 
dash being annexed to the figures which 
represent the stopped vocal sounds. 

Those who havTs not a living teacher te 



20 

imitate in uttering the sounds, can readily 
utter any sound by carefully observing the 
following 

GENERAL EXILE. 

Utter distinctly the word in which the sound 
occurs ; then, if a sound precedes the desired 
sound, drop it, and utter the remaining sounds. 
Then if a sound follows, dr^p it, and you 
have the desired sound. Thus ; P o<^, drop % 
and you have l~ t ; drop t, and you have ^ 
the vocal sound. 

A Compound Vocal Sound is two sim- 
ple vocal sounds closely blended together. 
They are % oi, ou, it. 

The Table of Compound Vocal Sounds* 
on the Chart, presents their representatives 
in order, with words in which thev are 
heard; their origin, also, is shown ; L e., the 
representatives of the sounds from which 
thej are formed, may be seen at one view. 



ARTICULATE SOUNDS. 

An Articulate Sound is an emission of 
pure breath, or voice and breath united: 



21 

modified and obstructed by the articulatory 
organs, as p, /, d, 2, 

The number of arti eulate sounds' is 
twenty-one. 

The Natural and Organic arrangement 
of the Articulate sounds depends upon the 
Organic Contact, the Organic Effort, and 
the Organic Formation. The table oi 
Articulate Sounds, on the Chart, presents 
these three classifications at one view. 

The Organic Contact has special refer- 
ence to the manner in which the Articu- 
latory organs are applied. This classi- 
fication is presented on the Chart, by a 
horizontal arrangement of their represen- 
tatives. 

With respect to Contacts, the represen- 
tatives of the articulate sounds are arrang- 
ed in four classes: four whispered, and 
four spoken Abrupts ; four whispered, and 
four spoken Continuants; two spoken Li- 
quids; and three spoken Nasals. 

Abrupts or Exploclents result from a 
Complete Contact of the Articulatory or- 
gans entirely obstructing the sounding 
breath, and then being suddenly broken ; 
as p in rap, b in rob. 

Continuants result from a Partial Con- 
tact of the Articulatory organs, the sound- 



§& 



ing breath partly escaping during their 
utterance, so that they form a continuous 
sound : as / in /ate, r in vain. 

Liquids are made by a slight Contact of 
the Articulatory organs, the sound flowing 
into and uniting with other articulate 
sounds, as I in blame, r in from. 

Obs. The Liquid sound represented by r, 
is a rough or vibrating sound when uttered im- 
mediately before a vocal sound in the same 
syllable, and a smooth sound when not uttered 
before a vocal sound, 

Nasals are made by a very slight Con- 
tact of the articulatory organs, the sound- 
ing breath passing through the nostrils, as 
m in move, n in name, ng in wing. 

Organic Effort has special reference to 
the effort required to produce a sound. 

With respect to Effort, the articulate 
sounds are divided into two classes: As- 
pirates and Sub vocals. This classification 
is also presented on the Chart, by a hori- 
zontal arrangement of the representatives. 

Obs 1. The Aspirates are the Whispered 
Sounds, being represented by the first line in 
the former classification. 

Ofs. % The Subvockls are the Spoken 



& 



Sounds, bung represented by the second line 
in the former classification. 

Aspirates consist of pure breath only, 
consequently require but a slight effort; as 
t in tin. 

Subvocals consist of breath and voice 
united, consequently requires a greater 
effort than the aspirates, as d in did. 

Ons. An Aspirate and a Subvocal produced 
by the same Articulaiory organs, similarly ap- 
plied, are Cognates ; the only difference being 
ihat an undertone is added to the aspirate or 
whispered sound: thus, p is a cognate of b ; t 
is a cognate of rf, <fec; 

Organic Formation has special reference 
to the ariiculatonj organs, at which, and by 
the help of which the articulate sounds 
are formed. This classification is present- 
ed on the Chart, by a perpendicular ar- 
rangement of their representatives. 

With respect to Formation, the repre- 
sentatives oi the articulate sounds are 
arranged into four columns : Labials, 
Lingua Dentals, Lingua Palatals, and 
Gutturals. 

Labials, or Lip Sounds, are formed at 
the lips, and by their help; a^ f in vu^ 



Lingua Denials, or Tongue and Teeth 
Sounds, are formed at the teeth; and by the 
help of the tongue and teeth, as t in time. 

Lin/jua Palatals, or Tongue and Palate 
Sounds, are formed at the palate, and by 
the help of both tongue and palate; as eh 
in chair, j in June, 

Gutturals, or Throat Sounds, are formed 
in the throat; as k in king, 

AMBIGUOUS SOUNDS. 

An Ambiguous Sound is an intermediate 
sound between a vocal and and an articu- 
late sound, partaking of the nature of 
both. The number of ambiguous sounds 
is three : w, y, and h. - 

The Natural and Organic arrangement 
of the ambiguous sounds, depends upon 
the Organic Effort and the Organic For- 
mation : being the same as the articulate 
sounds, excepting that they are defective 
with respect to Organic Contact. The 
table of Ambiguous Sounds, on the Chart, 
presents the two classifications at one view, 

Obs. 1. The first ambiguous sound, repre- 
sented by 2v, is introduced by the sixth vocal 
soiuid, (6 oo), being somewhat modified at the 
lips, and bv them, 



25 

Obs. 2. The second ambiguous sound, rep 
resented by y> is introduced by the first vocal 
sound, (1 e), being somewhat modified at the 
palate, and by the help of the tongue and palate. 

Obs. 3. The third ambiguous sound, iep= 
resented by h 9 is simply a breathing upon the 
following tocai sound. 

Any Artietilate, or Ambiguous sound 
may be given by observing the General 
Rule for Vocal sounds, or by observing 
the Articulatory organs at or by which it 
is formed, the application of those organs. 
and the effort r e quire cL- 



COMPOUXD SOUNDS. 

A Compound Sound is formed by the 
union of an ambiguous sound with a sim- 
ple vocal sound; as we, ye, he. 

The table of Compound Sounds, on the 
Chart, presents each ambiguous sound 
united with each full and stopped, vocal 
sound : the first ambiguous sound united 
with each simple vocal sound forming the 
W- series; the second, the Y- series; and 
the third, the H- series. 

Note. The representatives of the Ambiguous 
sounds are arranged on the Chart as above stated ; 
because they never occur (except before a vocal sound. 



26 

TEHEE SOUNDS BLEXDEI) 
TOGETHER. 

The tabic of Three Sounds Blended 
Together, on the Chart, presents the first 
Ambiguous sound united with the JirsL 
second, and third Compound vocal sounds. 



SYLLABLES AND WORDS. 

SYLLABLES and Words are either 
Spoken or Written. 

A Spoken Syllable is one or more 
sounds uttered by one emission of the 
voice: forming the whole or a part of a 
Spoken Word. 

A Spoken Word is an audible expres- 
sion of an idea. 

Obs. 1. A Spoken Syllable, if composed of 
more than one sound, consists of a Principal 
Part, and one or more Adjuncts. 

Obs. 2. The Principal Part of a spoken Syl- 
lable is the vocal sound heard m its utterance. 

Obs. 3. The Adjunct of a Spoken Syllable 
is any sound preceding or succeeding the prin* 
cipal part, 



27 



SPELLING and PRONUNCIATION. 

SPELLING is either Phonetic 1 , or Or- 
thographic. 2- 

Phonetic Spelling is the separate and 
distinct utterance of the sounds which 
compose a word, in their proper order. 

Pronunciation is the utterance of a syl- 
lable or a word. 

Correct Pronunciation is dependent up- 
on Articulation and Accentuation. 

Articulation, in its present comprehen- 
sive sense, has reference, not only to an 
accurate, full, und clear utterance of each 
sound in combination or in a w r ord ; but, 
also, to a distinct utterance of a single 
sound. __ 

Accent is a particular force or stress of 
voice given to certain syllables in a word, 
to distinguish them from others. 

When two syllables in a word are ac- 
cented, one accent is stronger than the 
other, and is called the primary accent ; 
the weaker is called the secondary accent. 

1. Phonetics, the doctrine or science of voc.-il sounds. 

2, See Part II, "OnTUOGRArinc Spelling. M 



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§ 




pj 


£h 


S3 




M 

3 


~ © 


JT © 




~3 o 


3^ 

^ © 


^r © 


r-4 © 


r—i © 


r-< © 


rH © r 


Rh o 




a 




a 


a 


fl 


_-'■ 3 


£3 




^ 3 


r3 fj 


-d d 


t* s 


'S s 


1 p 


CO 




© o 


^© o 


© © 


« o 


^S © 


i^ o 


W 




P3 a 




^ a 


^3 s 




rr, fl 




© p 


"© © 


© © 


© o 


© © 


© 


H 






& ?-• 


& i* 


P^ ?-i 


~ ■— 


p« ui 


i 




;£*£ 


V2 Ph 


■x Ph 


CQ-Aj 


W P- 


haa^L, 



2y 







r* «■« C 

rt rt rt 


11.1 






3 £fl . p 






- 


•5 3 Z g-S 

S 3 O d P 

o crr^ o 




^^ 


d 


o^ S^o 


^z<o^ l^o^a 


Q 


ft 

o 


c3 2 o 


HI 

, -"„ - ^ 2 ^ ■■':& - - - . ^ 


P3 


O 


Q 2 - S 




H 


>— 


-3 ° - 

O S 








^3 t, 


g Oj 


^ 


ft 


w p.,. 


Dl, &* 


H 


<3 


£^ 




DQ 




&-* 4 * =5 


;:;?2:;232222 




P 


£ 




H 






p 
b 




h-l 


3 5 - • fc 2 


2 2 §"3 2 2 2 2 2 2 
i 

O 

o 


P3 


H 






B 


b ^ - 2 2 


2222^v;2vi>i2 


Pm 


O 
t-r 1 


M * " " 






>— i 


. . . • • 


. f t t r • • • • • 


OQ 


1-3 












<! 




(-4 cd ^ *i <d 


> qp Q c5 h n w tjJ id cei 




m 


n 

I— i 








si 2 - 3; - 


- 2 2 ^ - : 2 2 2 2 






« 








X 


- 






H 





30 



Spfci.j. Phonetically, utter the Articulate 
Sounds, combined, and pronounce words form- 
ed by e?ch Vocal Sound, preceded by pi, kl, bl, 
gi, fl, si, pr, tr, kr, br, dr, gr, fr, thr, shr, spl, 
spr, str, ; and succeeded by lp, It, Id, If, Is, lv, 
lm, rp, rt, rch, rk, rb, rd, rj, rm, rn, mp, md, nt, 
nk, nd, nth, ns, It, fs, fst, pt, pts, pld, did, sld, 
dts, bist, sts, rbd, rmd, ngd, nts, rats, mdst, 
thms, lmdst, dths, ngldst, spdst ; thus: 





11 


U- 1±- 


Spelled Phonetically. 


p-l-e's-p-l-eje-l-sl^a-p-t-s 


Articulate s'nds combined 


p?-e 


spl-e 1 e-ls t a~pts 


Pronounced, 


pie 


sple \ els J apts 



The Exercises in Phonetic Spelling and 
Pronunciation may be continued by uttering 
Articulate sounds, either simple or combined, 
both preceding and succeeding the Voeal 
sounds, thus : 

3- j 3- I 3- j 3- 
p-a-n p-1-a-nip-l-a-n-t p-la-n-t 8 



Spelled Phonetically 
Artie, sounds comb. 
Pronounced. 



pan 



pl-a-n pl-a-nt 
plan j plant 



pl-a-nts 
plants 



ORTHOGRAPHY, 



PAET II 



LETTERS. 

A LETTER is a visible character, rep- 
resenting by itself, or with another one or 
more, a sound of Language ; or determin- 
ing signification. 



mJMBER, FORMS, STYLES AND 
SIZES. 

The letters of the English Language, 
collectively called the English Alphabet, 
are twentv^six in number, and have each 

Bl 



n 



two forms, distinguished as CAPITALS 
and small letters : A, a; B, b; C, c ; D, d ; 
E, e;F, f ; G, g; H, h; I, i ; &c. 

Obs. Capitals are used for the sake of emi- 
nence and distinction. Small letters constitute 
the body of every word. 

Letters are of different sorts, or styles; 
the following are generally used : Roman, 

italic, #w mmm* ®mm&M$&m®** 

4§yi, and Sciifii 

Obs. The Roman characters are mostly em- 
ployed ; the Italic sometimes ; and occasional- 
ly the Old English and Ornamental ; Script 
for the use of the pen. 

Letters are of various sizes, and have 
their corresponding appropriate names, 
The varieties of type in most common use 
are the following : 

Pica Long Primer, 

Small Pica, gw 5 * 

Minion, Nonpareil," Pearl, Agate, and 
Diamond, are still smaller varieties of type 
than those shown above, and are also 
much used. 



33 

NAME AXB POWm 

The name of a letter is that by which it 
is called. 

The power of a letter, when exerted, is 
the sound which it represents in a word : 
(which, for distinction, may be called its 
representative power :) also, the influence 
which it exerts on the representative power 
of another: called, its modifying power. 
It has also the power of determining the 
signification, 

Obs. 1. A letter has sometimes a represen- 
tative and a modifying power : thus, e, in the 
word cent, represents the vocal sound and mod- 
ifies the representative power of c. 

Obs. 2. A letter sometimes modifies the 
representative power of two other letters : thus, 
e, in the word face, modifies the representative 
power of a and c. 

Obs. 3. A letter, or digraph, sometimes, 
modifies the representative power of another, 
and determines the signification of the word. 

Obs. 4. A letter is sometimes used to de- 
stroy the modifying power of another : thus, 
u, in the word guess, disjoins g and e, and 
thereby, destroys the modifying power of e. 

Obs. 5. When a letter has no representative 
power it is an Aphthonsr or Silent Letter. 

b2 



M 

CLASSIFICATION OF LETTERS. 

Letters are divided into three classes : — 
Vowels, Consonants, and Coaiescents. 

A Vowel is a letter which -represents a 
vocal sound. 

The number of vowels is five : a, e, /, o, u. 

Obs. When a vowel is used to represent a 
compound vocal sound it is called a Diphthong. 

A Diphthong is a vowel or union of two 
vowels, used to represent a compound vo- 
cal sound. The number of diphthongs is 
four : z, oi, on, u. 

A consonant is a letter which represents 
an articulate sound. The number of con- 
sonants is eighteen : 6, c, d, /, g, j, k 9 I, m, 
n, p, q, r, s, t, % x, z. 

A Coalescent is a letter which represents 
an ambiguous sound. The number of 
coaiescents is three : w, y, h. 

Note. The given definitions are applicable, only 
-when a letter has a%epresentative power ; and that 
not modified. 

IMPROPER DIPHTHOlN GS AND IM- 
PROPER TRIPHTHONGS. 

An Improper Diphthong is the union of 
a coalescent and a vowel, used to repre- 
sent a compound sound: "W, prefixed to 



the vowels, forms the W series ; Y, the 
Y series; and II, the H series. See. 
Chart, table of Improper Dipthongs, 

An Improper Triphthong is the union 
of the ^eoalescent w and a diphthong ; used 
to represent an ambiguous sound and a 
compound vocal sound closely blended to- 
gether. The number of improper triph- 
thongs is three ; which are presented on 
the Chart in the table of Improper Triph- 
thongs, representing three sounds blended 
togetnef. 

DIGRAPHS AXD TRIGRAPIIS. 

A Vowel Digraph is two vowels, joined 
or disjoined, used to represent a vocal 
sound ; one having the representative pow- 
er, the other the modifying power. 

Exp. The representative is the letter which has 
the representative power; and the modifier, the letter 
which varies the power of the representative : thus, 
in the word heat, ea is a vowel digraph, e being the 
representative, and a the modifier. Also, in the 
word fate, a-e is a disjoined vowel digraph, a being 
the representative, and e the modifier. 

A Vowel Trigraph is three vowels, joined 
or disjoined ; used to represent a simple 
or a compound vocal sound. 

Exp. Eau in beau represents a simple vocal sound; 
in be^vUi^ eav. represent? a compound vncal sound. 

*3 



m 

A Consonant Digraph is the union of 
two consonants, used to represent an ar- 
ticulate sound. 

A Combined Digraph is the union of a 
consonant and a vowel, used to represent 
an articulate sound: the consonant having 
the representative power, and the vowel 
the modifying power. 

A Combination is any number of vowels 
and consonants, or vowels and a coalescent, 
used to represent a vocal sound. 



LETTERS APPLIED, AS PRESENT- 
ED OX THE CHART. 

Each sound has only one representative ; 
(a letter or union of letters ;) but, on ac- 
count of a deficency in the number of 
letters, the same representative often rep- 
resents several sounds. 

The representative that appears most 
appropriate, or is used most generally, is 
applied to represent each sound. 

The Yowel and Diphthong tables present 
five Yowels, representing twelve simple 
and four compound Vocal Sounds. 



oi 



O 
i— i 



£2 



~3 



o 



h0 



o _ 



. a 

i 9 



I 2 __ 

CM C5 ni 



*:"OCD 



h3 is 



r It p A n 
r ~ i * i ~° 

CM rH lO IC CO (M CO 



O 



CO 



a - 



3 g 

o < 



£3 <j . , 

r— ! - r- 1 ' 

b4 



■ occ 



I 


j2 


go 


03 




OQ 


9} 


O 


2 


f-i 


fj 


P- 


*■" 


O 




H. 


"C 


02 


c 


-^ 


£3 


r* 


c 


5 


as 








j_» 


O 




xn 


O 


£2 


_£Z 


o 


93 






O 


PJ 












■ 


© 


03 


© 


cd 


-4J 


-3 






no 



be ! 



o "d 



* *• 


o 


p4-g 




O ^5 


H O 




~ — " * 


3 32 




-~* cc 




-» i» 


I* 


Tai 

late 




id r 3 








c-< »-• 


SI 






5 " 


ES W 






^^ 






0D ^ 




- .- 


£ O 




E "5 


O fl 








<* \# 


OB 


U o 












a ^ 




» 






SS V5 


-E s 




O " 


£H D 








"■"s /*■* 


~ c 


£ 



Obs. Of the eighteen consonants, three?/ 
(c, q and x.) are only substitutes ; therefore 
there are only fifteen remaining to represent 
twenty-one sounds : in order to supply the de- 
ficiency, several sounds are represented by con- 
sonant digraphs ; and the digraph th, repre- 
sents two sounds, an aspirate and its cognate. 



The Coalescent table presents three 
Coalescents, representing three Ambigu- 
ous Sounds. 

Remark. Haying applied our letters to the repre- 
sentation of sounds, in such a manner, that every 
sound is represented, and each sound is represented 
in but one way, we have done all that is necessary to 
represent every sound in our Language. But, some 
of the sounds are represented in from twenty to forty 
different ways, according to our approved method of 
representation : therefore, in order to present it to 
the mind, in a plain, intelligible and unequivocal man- 
ner, we have considered every departure from the 
general application, as presented on the Chart, Sub- 
stitution. 



SUBSTITUTES. 

A Substitute is a letter or union of let- 
ters used to represent a sound which is 
more appropriately and generally repre- 
sented by another letter or union of letters ; 



39 

thus, eg Is as a substitute for a in the word 
they ; f for v in the word of; e for s in the 
word cent, and for k in the word cat 

Obs. 1. A substitute consists of the letter 
which has the representative power, and all 
other letters that modify its power. 

Obs. 2, A substitute assumes all the proper- 
lies of the representative lor which k stand** 



40 



72 

w 

pm 
«i 
m 

p 

i 

r— i 

o 

> 
<j 

72 
P 

H 

[£ 

O 



O 

72 

&a 

H 

P 

H 

(— i 

H 

72 
PQ 

J— ' 



>% 


^ 




c3 


© 






© 




i 

© 




6 3 








© 


© 


^5 


cT 


b 


® 


i 


c* 




r "' 




r-= tC 


o 


aT 


b£ -j 


1 


i 




© 










3i 

5 S 


of 

1 

© 


© 


,s 


^ 


h3 >" 


© 


© 


° s 


© d 


.-i* 


cS - 




c3 

■ of 


£J © 

32 r^ 



.s » . 



© a w 






fcij 



© 



© 
<£3 



^ 



g © 
^ © 



© 



C o 






o o 



© © ^ 

© ° 2 

w 5 

u 
O 



O H o 



- of * 

o © 



c^^ 



G Q 



=2 



fcC 






5 ° 



g ~ ~ 8 rf d 



rS © 

• 6 

DO 



© -3 
© 



-r <?f ^ 



o .>r 
cT of 



^ H < O P 



i i 



SO rl ?1 « 



O 

o 



I I I 






41 



bC 



m 


gD 


a 


"o 


fc 


:? 


o 








pu 








. | 


■hH 








O 2 


ft 


6 
i 






<J£ 5 


P3 


i 






3 cf 


O 








2 I 


m 


£ 






m 


aT 








m 


i 






J^ 


H 


£ 






O _T 


P 


cf 


* 




cT| 


H 

32 


.i 


5 
i 


-J 


I 

O ^ 





'o 


EC 





•§* . 


m 


of 




3> 


1 S ^ 




,rH 


S 


.1 


n 




^ 


\ 


'o 


o ^ ~ 




*s 


'12 




° 2 



OGb 



42 











r^ - 








*> 


















p«G 










5* 




«o 




3 










,5 ^ 




€0 




1— 










4J 

50 Q0 




»l 




tc 










* % 




r-t 




a 






.V 




g bf) 




• i-4 




#N 


m 

H 

to 

< 

to 




«5 
••* 








4* 




H 

31 

-0 


o 




00 

c3 






s^ 
1 






to 




^ 






S< 




5 


o 
o 




5 
a, 




.H '0 ^r *" 




0D 




tfjg 


« 








^■S ^i ^i . ^ 


^ 


C5 


■jC 


11 

,rH CD 


o 

3 




<5 




>w ^ rt ^4— ( 

P XT. CO ?h 


CO 


. 

rjH H 


B 




c3 




■^ -. « .x ^ 




S3 


Pj 


32 c3 


B 




f^"" 

o 




« 2 ^* v - 


55 


•0* 


7* 
MM 

G 


35 "~ 

co' ° 
55 c5 


P9 


• r-< 


—* . 


.£ 


rS .2 -+^> •£» -*i 


.^ 


og 


*-— 


-^ 


GQ 


c3 an 

-so 


as 

-5 


^ «- £ ai «« 


§ 


**5 
2 


5 

as 


• rH -4-3 

GO 

CS- ^3 



Qr^^ 0^>E-r-i 



d d 



•43 



BQ 














«4J 12 






2 rt 














Sj C5 






c5 














^ 






^r *S ^T 














O rf 






co ^ 














^ o 






•*-S ^> 














d ^ 

c3 .O 




00 


"^ ^ ^ 














^H 






-^ ^ £ 














^s o> 




f-5 


^ S3 












OQ 


S^ 






p « <^ 

d - 














o 

d^ 




*-d 

00 


►d °o _ 

^ d 

• r- 1 












pa 


^ o 




d 












Q 


<=> ■£ 




00 














OQ 


<=> o 




O 












M 






-$ 


8 &><* 












3 


tj - ( d 




N-4 

o 


s in ocmn 
; 5, as in 
in glazier 












O 
Q 

M 

O 


mderstood 
requently 




oo 

O 

a 

CO 

S-4 


* § 8 


o 






1 






.a « 




I 

00 


.s a ^ 

J g So 

.S . *• d 

* § * 

■""*> Co •«>» 
^ g, CO 

<5J 


, — 
03 


5-1 

J3 *C> 


s 


EH 

1— H 

H 

GQ 




•d 


3 




X 


.9 


d 

OQ 

1 


• i— < 
00 


GQ 


d ° 

•-• d 

00 «iH 

^ d 

^ . - 

•<s> 


CO 

'3 

d 
OS 


P 

'5 


gq n: 


e 


-: 


« 






££ 


ij 


















id 




PH 


^ ^ 














o s 






* 




f 


^* 


vt v, 


^ 




^J 







14 

OBSERVATIONS on SUBSTITUTION 

When a vowel modifies the power of a 
consonant, it assists to represent an articu- 
late sound. 

"When i is a substitute for y it represents 
an ambiguous sound. 

When u is a substitute for w, it repre- 
sents an ambiguous sound. 

When u is preceded by q } it assists to 
represent an articulate sound, and is some- 
times a substitute for w besides. 

When a consonant modifies the power of 
a vowel, it assists to represent a vocal sound. 

(7, x and q are always substitutes when 
not silent. 

X is often a substitute for two letters, 
and represents two sounds. 

Q is never used except in connection 
with u, which always influences it. Qu is 
a substitute for for A*. 

When the coalescent modifies the power 
of a vowel, it assists to represent a vocal 
sound. 

When y is a substitute for i or u, it rep- 
resents a vocal sound. 

When a coalescent modifies the power 
of a consonant, it assists to represent an 
articulate sound. 



ORTHOGRAPHIC SPELLING, 

ORTHOGRAPHIC SPELLING Is ex- 
pressing the letters which compose a writ- 
ten word, in their proper order, according 
to received authority. 

Obs. When a letter does not occur in a word 
in the same order as the sound which it repre- 
sents, it is called a transposed letter; thus, in 
the word what, w, the first letter, represents 
the second sound, and h, the second letter rep- 
resents the tirst sound. 

WRITTEN SYLLABLES and WORDS. 

A Written Syllable is a letter or union 
of letters representing a spoken syllable, 
and forming the whole or a part of a 
wiitten word. 

A Written Word is a visible sign of an 
idea, or a representative of a spoken word, 

Obs 1. A Written Syllable, if composed of 
move than one representative, consists of a 
Principal Part and one or more Adjuncts. 

Obs, 2. The Principal Part of a written syV 



4G 



iable is the representative of its vocal sound. 

Obs. 3. The Adjunct of a written syllable 
is a representative prefixed or annexed to the 
Principal Part, 



NAMES OF SYLLABLES and WORDS, 
SPOKEN OR WRITTEN. 

Syllables receive names from their rela- 
tive positions in a word. The last syllable 
is called the ultimate syllable ; the last but 
one is called the 'penultimate syllable, or pe- 
nult ; the last but two is called the antepe- 
nultimate syllable, or antepenult ; the last but 
three is called the preantipenultimate syllable, 
or preantipenult They are^ also named in 
their numerical order, commencing at the 
left : as, first, second, third, &c. 

Words receive names from their num- 
ber of syllables. 

A word of one syllable is termed a Mono- 
syllable. 

A word oi two syllables is termed a Dissyl- 
lable. 

A word of three syllables is termed a Tri- 
syllable. 

A word of four or more syllables is termed % 
Polysyllable, 



4? 



CLASSIFICATION OF WORDS. 

WORDS are classified with reference to their 
Formation and Derivation. 

With reference to formation, words are of 
two classes : Simple and Compound. 

A. Simple word is one not formed from two 
or more whole words ; fan, silver. 

A Compoond word is one formed by uni- 
ting two or more simple words ; as gentleman, 
window -blind, 

Gbs. A compound word may be consolidated or 
joined by a hyphen. 

W T ith reference to derivation, words are of 
two classes : Primitive and Derivative. 

Derivation is tracing or forming a word irom 
its Root or Radical, by the aid Prefixes and 
Suffixes. 

The Root or Radical is the origin or essential 
part of the word, 

A Prefix is one or more syllables placed 
before the root to modify its signification. 

A Suffix is one or more syllables, placed 
after the root to modify its signification. 

A Primitive word is one that cannot be 



48 

reduced to fewer letters without radically alter- 
ing the signification. 

A Derivative word is formed from a primitive 
by the aid of prefixes and suffixes. 

A compound word is considered primitive, 
unless one or more of its parts are derivative : 
a derivative word is considered simple, unless 
it is composed of two or more simple words. 

Remarks. On account of the irregularity of our 
system of representation, proficiency in orthographic 
spelling can be acquired only by practice. 

Rules for spelling and exercises in prefixes and suf- 
fixes maybe found in every good grammar and spelling 
book; both of which should receive special attention. 



m 



ORTH. ANALYSIS. 



ANALYSIS. 

ANALYSIS is the process of taking 
apart. 

Orthographic Analysis is the process of 
resolving a word into its elements, (sounds and 
letters,) and stating to what class each letter 
belongs, what sound it represents, enumerating 
its properties. 

The properties of the sounds represented by 
the Consonants, Consonant Digraphs and Co- 
alescents, on the Chart, are exhibited in the 
following Table. 

P is a consonant, representing an articulate, ab- 
rupt, labial, aspirate sound, p f (utter.) 

B is a consonant, representing an articulate, ab- 
rupt, labial, subvocal sound, b. (utter.) 

T is a consonant, representing an articulate, ab- 
rupt, lingua dental, aspirate sound, t. (utter.) 

P is a consonant, representing an articulate, ab- 



50 

rupt, lingua dental, subvocal sound, d. (ulter.) 

Ch is a consonant digraph, representing an 
articulate, abrupt, lingua palatal, aspirate 
sound, ch. (utter.) 

J is a consonant, representing an articulate, ab- 
rupt, lingua palatal, subvocal sound, j. (utter.) 

K is a consonant, representing an articulate, 
abrupt, guttural, aspirate sound, k. (utter.) 

G is a consonant, representing an articulate, 
abrupt, guttural, subvocal sound, g. (utter.) 

F is a consonant, representing an articulate, 
continuant, labial, aspirate sound, f. (utter.) 

Y is a consouant, representing an articulate, 
continuant, labial, subvocal sound, v. (utter.) 

Th is a consonant digraph, representing an ar- 
ticulate, continuant, lingua dental, aspirate 
sound, th. (utter.) 

Th is a consonant digraph, representing an ar- 
ticulate, continuant, lingua dental, subvocal 
sound, th. (utter.) 

S is a consonant, representing an articulate, con- 
tinuant, lingua dental, aspirate sound, s. (utter. 

Z is a consonant, representing an articulate, 
continuant, lingua dental, subvocal sound, z. 
(utter.) 

Sh is a consonant digraph, representing an ar- 
ticulate, continuant, lingua palatal, aspirate 
sound, sh. (utter.) 

Zh is a consonant digraph, representing an ar- 
ticulate, continuant, lingua palatal, subvocal 
sound, zh. (utter.) 



51 

L is a consonant, representing an articulate, 
liquid, lingua dental, subvocal sound, /. (utter. 

R is a consonant, representing an articulate, li- 
quid, lingua palatal, subvocal sound, r. (utter. 

M is a consonant, representing an articulate, 
nasal, labial, subvocal sound, m. (utter. 

N is a consonant, representing an articulate* 
nasal, lingua palatal, subvocal sound, n. (utter. 

Ng is a consonant digraph, representing an 
articulate, nasal, guttural, subvocal sound, 
ng. (utter. 

W is a coalcscent, representing an ambiguous, 
labial, subvocal sound, w. (utter. 

Y is a coalescent, representing an ambiguous, 
lingua palatal, subvocal sound, y. (utter. 

H is a coalescent, representing an ambiguous, 
guttural, aspirate, sound, fv. (utter. 



1-2 



MODELS 

FOR 

ORTHOGRAPHIC ANALYSIS. 

Pen is a simple, primitive word, monosylla- 
ble. Spelled, orthographically, (naming the let- 
ters,) p-e-n ; phonetically, (uttering the sounds,) 
p-e-n. 
P is a consonant, representing an articulate, 

abrupt labial, aspirate sound, p. (utter. 
e is a vowel, representing the second, stopped 

vocal sound, e. (utter. 
n is a consonant, representing an articulate, 

nasal, lingua palatal, subvocal sound, n. (utter. 

Rain is a simple, primitive word, monosylla- 
ble. Spelled, orthograpically, r-a-i-n, phoneti- 
cally, r-a-n. 

R is a consonant, representing an articulate, li- 
quid, lingua palatal, subvocal sound,?', (utter, 
ai is a vowel digraph, substitute for a, repre- 
senting the second, full, vocal sound, a; (ut- 
ter:) a having the representative power, i the 
modifying power. 
ii is a consonant, representing an articulate, 
nasal, lingua palatal, subvocal sound, ft. (utter. 



Fame is a simple, primitive word, monosyl- 
lable. Spelled, orthographically, f-a-m-e ; pho- 
netically, f-a-m. 
F is a consonant, representing .an articulate, 

continuant, labial, aspirate sound,/ 1 ", (utter. 
a-e is a disjoined vowel digraph, substitute for 

a, representing the second, full, vocal sound, 

a ; (utter ;) a having the representative power, 

e the modifying power. 

Condition is a simple primitive word, trisyl- 
lable, accented on the second. Spelled, ortho- 
graphically, c-o-n-d-i-t-i-o-n, phonetically, c-o-n- 
d-i-sh-o-n 

C is a consonant, substitute for k. representing 
an articulate, abrupt, guttural, aspirate sound, 
k. (utter. 
o is a vowel, representing the fourth, stopped 

vocal sound, o. (utter. 
n is a consonant, representing an articulate, 
nasal, lingua palatal, subvocal sound, n. (utter. 
d is a consonant, representing an articulate, 
abrupt, lingua dental, subvocal sound, d. (utter. 
i is a vowel, representing the first stopped vo- 
cal sound, i. (utter. 
ti is a combined digraph, substitute for sh, 
representing an articulate, continuant, lingua 
palatal, aspirate sound, sh ; (utter ;) / having 
the representative power, i the modifying 
power, 
o is a vowel, representing the fourth, stopped 
vocal seund, o. (utter. 



54 

n is a consonant, representing an articulate, 
nasal, lingua dentaJ, subvocal sound, n. (utter. 

Was is a simple, primitive word, monosylla- 
ble. Spelled, orthographically, w-a-s, phonet- 
ically, w-o-z. 
W is a coalescent, representing an ambiguous, 

labia 1 , subvocal sound, w. (utter, 
a is a vowel, a substitute for 0, representing the 

fourth stopped vocal sound, 0. (utter, 
s is a consonant, substitute for z, representing 
an articulate, continuant, lingua dental, sub- 
vocal sound, z. (utter. 

When is a simple, primitive word, monosyl- 
lable. Spelled orthographically, W-h-e-n, pho- 
netically, h-w-e-n. 
W is a transposed coalescent, representing an 

ambiguous, labial, subvocal sound, zc. (utter, 
h is a transposed coalescent, representing an 

ambiguous, guttural, aspirate sound, h. (utter, 
e is a vowel, representing the second stopped 

vocal sound, e. (utter. 
n is a consonant, representing an articulate. 

nasal, lingua dental, subvocal sound; n. (utter. 

Quill is a simple, primitive word, monosyl- 
lable. Spelled, orthographically, q-\i-i-ll, pho- 
netically, k-w-i-1. 
Qu is a combined digraph, substitute for A\ 

representing an articulate, abrupt, guttural, 



00 

aspirate sound, k; (utter;) q having the rep- 
resentative power only when influenced by u, 

U is a vowel, substitute for Wj representing- an 
ambiguous, labial, subvocal sound, ic. (utter.. 

i is a vowel, representing the first stopped 
vocal sound* i. (utter. 

\) is a consonant digraph, substitute for /, repre- 
senting an articulate, liquid, lingua dental, 
subvocal soand, L (utter,. 

Write is a simple, primitive word, monosyl- 
lable. Spelled, orthographically, w-r-i-t-c, 
phonetically, r-i-t. 

W is an apthong, used to determine the signifi- 
cation of the word, 
r is a consonant, representing an articulate, 
liquid, lingua palatal, subvocal sound, r. (utter, 
i-e is a disjoined vowel digraph, substitute for 
i, representing the first compound vocal 
sound, i; (utter ;) i having the representative 
power, e the modifying power, 
t is a consonant, representing an articulate, ab- 
rupt, lingua dental, aspirate sound, t. (utter. 

Race is a simple, primitive word, monosylla- 
ble, Spelled, orthographically, r-a-c-e, pho- 
netically, r-a-s. 
H is a consonant, representing an articulate, 

liquid, lingua palatal, subvocal sound, r. (utter. 
a=e is a disjoined vowel digraph, substitute for 

£, representing the second full vocal sound, 



56 

&; (utter;) a having the representative power, 
€ the modifying power. 
cb is a combined digraph, substitute for s, 
representing an articulate, continuant, lingua 
dental, aspirate sound, s ; (utter ;) c having 
the representative power, e the modifying 
power. 

Cent is a simple, primitive word, monosylla- 
ble. Spelled, orthographically, c-e-u-t, pho- 
netically, §-e-n-i. 
Ce is a combined digraph, substitute for 5, 

representing an articulate, continuant, lingua 

dental, aspirate sound, s; (utter;) c having 

the representative power, e the modifying 

power, 
e is a vowel, representing the second stopped 

vocal sound, e. (utter. 
n is a consonant, representing an articulate, 

nasal, lingua dental, subvocal sound, n. (utter. 
t is a consonant, representing an articulate, 

abrupt, lingua dental, aspirate sound, t. (utter. 

George is a simple, primitive word, mono- 
syllable. Spelled, orthgraphically, G-e-o-r-g-e, 
phonetically,, j-o-r-j. 

Ge is a combined digraph, substitute for j, 
representing an articulate, abrupt, lingua 
palatal, subvocal sound, J; (utter;) g having 
the representative power, e the modifying 
power. 



o is a vowel, representing the fourth stopped 
vocal sound, o. (utter.) 

r is a consonant, representing an articulate, 
liquid, lingua palatal, subvocal sound r. (utter. 

ge is a combined digraph, substitute for j\ rep- 
resenting an articulate, abrupt, lingua palatal, 
subvocal sound, j; (utter;) g having the 
representative power, e the modifying power. 

Landtax is a compound primative word, 
dissyllable, accented on the first. Spelled, 
orthographically, 1-a n-d-t-a-x, phonetically, 
1-a-n-d-t-a-k-s. 

L is a consonant, representing an articulate, 
liquid, lingua dental, subvocal sound, /. (utter. 

a is a vowel, representing the third stopped 
vocal sound, a. (utter. 

n is a consonant, representing an articulate, 
nasal, lingua palatal, subvocal sound, n. (utter. 

d is a consonant, representing an articulate, ab- 
rupt, lingua dental, subvocal sound, d. (utter. 

t is a consonant, representing an articulate, 
abrupt, lingua dental, sspirate sound, t. (utter. 

a is a vowel, representing the third stopped 
vocal sound, a. (utter. 

x is a consonant, substitute for k and s; first, 
representing an articulate, abrupt, guttural, 
aspirate sound, k; (utter;) second, an articu- 
late, continuant, lingua dental, aspirate 
sound, s. (utter. 



58 



Progressing is a simple derivative word, 

tris} r llable, accented on the second. Gress is 

the primitive or radical part, pro is the prefix* 

and ing is the suffix. It is spelled, orthograph- 

ically, p-r-o-g-r-e-s-s-i-n-g, phonetically, p-r-o- 

g-r-e-s-i-ng. 

P is a consonant, representing an articulate, 
abrupt, labial, aspirate sound, p. (utter. 

r is a consonant, representing an articulate, li- 
quid, lingua palatal, subvocal sound, r, (utter* 

o is a vowel, representing the fifth full vocal 
sound, o (utter. 

g is a consonant, representing an articulate* 
abrupt, guttural, subvocal sound, g. (utter. 

r is a consonant, representing an articulate, li* 
quid, lingua palatal, subvocal sound, r. (utter. 

e is a vowel, representing the second stopped 
vocal sound, e. (utter. 

ss is a consonant digraph, substitute for s, rep- 
resenting an articulate, continuant, lingua 
dental, aspirate sound, s. (utter. 

i is a vowel, representing the first stopped 
vocal sound, i. (utter. 

ng is a consonant digraph, representing an ar- 
ticulate, nasal, guttural, subvocal sound, hg. 
(utter. 



Special Notice to Parents. 



"At what age should children be taught the 
sounds 1 

Ans. As soon as they can talk." 
The "Practical Orthographic Chart," and 
the "Key," which should be used with it, were 
prepared more especially for the teacher ; but, 
believing that the above question is answered 
correctly, and that parents can answer it practi- 
cally, we are emboldened to recommend, for 
their assistance in doing so, the above named 
Chart and Key. By devoting a few evenings 
to studying the Key, any parent may become 
acquainted with all the sounds heard in our 
Language, and by the assistance of the Chart, 
he able to teach them to their children. — 
By exercising upon giving the sounds when 
young, the voice is strengthened and improved, 
the articulatory organs are prepared, with the 
assistance of the educated voice to form sylla- 
bles, and bring them together into words ; and 
thus formed, they will be, in the language of 
Austin, "delivered out from the lips as beautiful 
coins newly issued from the mint, deeply and 
accurately impressed, perfectly finished, newly 
struck by the proper organs, distinct in due suc- 
cession, and of due weight." 

.859 . 



Recommendation. 



Fotjlks' Chart and Key — The Chart is 
printed on a double imperial sheet and is de- 
signed to be suspended against the wall. The 
Key explains all the principles of Orthography 
treated of on the Chart. Every Teacher and 
every Family should possess both. 

Ed. Register, 

Indiana, Pa., Dec. 28, 1858. 



TEACHERS, LJ 



LIBRARY OF CONGRESS 



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003 155 954 6 q 



PAHEMS. 



The "Practical Orthographic Chart, 

Designed to exhibit the Natural and Organic 

sment of the sounds heard iu the Eng- 

inguage," and the "Key" to the same, 

)ntaining Definitions and Forms for Ortho- 

Anaiysis," are now published, and will 

sent by mail, postpaid, on receipt of tha 

3S, being as follows ; 



: Chart and Xev, 


50 cts 


u u in colors, and T 


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■ . iree Keys, 




ir " " eight K< 


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' copy, 


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" dozen. . 


1.50 " 



- Key for examinatioi 

1 ; l cts. 



sent 



Directors desiring to supply their districts, 
c allowed a reasonable discount on the 
prices. 

'.ail one dollar may be remitted in 
ips. Mress, 

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